Enhancing Collaborative Education for Better Outcomes

undefined
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
I
I
n
n
t
t
r
r
o
o
d
d
u
u
c
c
t
t
i
i
o
o
n
n
 
D
D
e
e
p
p
a
a
r
r
t
t
m
m
e
e
n
n
t
t
 
 
o
o
f
f
 
 
S
S
p
p
e
e
e
e
c
c
h
h
,
,
 
 
L
L
a
a
n
n
g
g
u
u
a
a
g
g
e
e
 
 
a
a
n
n
d
d
 
 
H
H
e
e
a
a
r
r
i
i
n
n
g
g
 
 
S
S
c
c
i
i
e
e
n
n
c
c
e
e
s
s
&
&
N
N
a
a
t
t
i
i
o
o
n
n
a
a
l
l
 
 
S
S
t
t
u
u
d
d
e
e
n
n
t
t
 
 
S
S
p
p
e
e
e
e
c
c
h
h
,
,
 
 
L
L
a
a
n
n
g
g
u
u
a
a
g
g
e
e
 
 
a
a
n
n
d
d
 
 
H
H
e
e
a
a
r
r
i
i
n
n
g
g
 
 
A
A
s
s
s
s
o
o
c
c
i
i
a
a
t
t
i
i
o
o
n
n
Aunusha Sundarrajan & Nancy Robinson
Aunusha Sundarrajan & Nancy Robinson
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
f
f
o
o
r
r
I
I
n
n
c
c
l
l
u
u
s
s
i
i
v
v
e
e
 
 
S
S
c
c
h
h
o
o
o
o
l
l
s
s
 
Defining Interprofessional Education (IPE) and
Defining Interprofessional Education (IPE) and
Interprofessional Practice (IPP)
Interprofessional Practice (IPP)
Application of IPE in Education Professions
Application of IPE in Education Professions
What do IPE and IPP Look Like?
What do IPE and IPP Look Like?
Resources to Develop IPE
Resources to Develop IPE
IPE Case-Study Discussions
IPE Case-Study Discussions
Evaluation and Wrap-up
Evaluation and Wrap-up
 
D
D
e
e
f
f
i
i
n
n
i
i
n
n
g
g
 
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
The American Speech-Language and Hearing
Association (ASHA) adapted the World Health
Organization’s definition of Interprofessional
Education (IPE):
“an activity that occurs when two or more
professions learn about, from, and with each other to
enable effective collaboration and improve outcomes
for individuals and families whom we serve.”
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
 
(
(
I
I
P
P
E
E
)
)
 
 
a
a
n
n
d
d
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
P
P
r
r
a
a
c
c
t
t
i
i
c
c
e
e
 
 
(
(
I
I
P
P
P
P
)
)
 
How are IPE and IPP related?
How are IPE and IPP related?
We all work in settings where collaboration is
We all work in settings where collaboration is
necessary for optimal programs for the people
necessary for optimal programs for the people
we serve.
we serve.
However, focused attention to building skills for
However, focused attention to building skills for
collaboration are not uniformly addressed in pre-
collaboration are not uniformly addressed in pre-
professional training.
professional training.
Education in effective collaboration across
Education in effective collaboration across
disciplines (IPE) leads to improved outcomes in
disciplines (IPE) leads to improved outcomes in
service delivery (IPP).
service delivery (IPP).
 
W
W
h
h
a
a
t
t
 
 
d
d
i
i
s
s
t
t
i
i
n
n
g
g
u
u
i
i
s
s
h
h
e
e
s
s
 
 
I
I
P
P
E
E
?
?
 
M
M
u
u
l
l
t
t
i
i
d
d
i
i
s
s
c
c
i
i
p
p
l
l
i
i
n
n
a
a
r
r
y
y
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
Students from different degree
Students from different degree
programs may participate in
programs may participate in
same classes together.
same classes together.
Shared learning focuses from
Shared learning focuses from
learning same content
learning same content
together.
together.
F
F
o
o
c
c
u
u
s
s
 
 
r
r
e
e
m
m
a
a
i
i
n
n
s
s
 
 
o
o
n
n
 
 
a
a
c
c
q
q
u
u
i
i
r
r
i
i
n
n
g
g
d
d
e
e
p
p
t
t
h
h
 
 
o
o
f
f
 
 
k
k
n
n
o
o
w
w
l
l
e
e
d
d
g
g
e
e
 
 
a
a
n
n
d
d
 
 
s
s
k
k
i
i
l
l
l
l
 
 
i
i
n
n
i
i
n
n
d
d
i
i
v
v
i
i
d
d
u
u
a
a
l
l
 
 
d
d
i
i
s
s
c
c
i
i
p
p
l
l
i
i
n
n
e
e
s
s
,
,
 
 
w
w
o
o
r
r
k
k
i
i
n
n
g
g
p
p
a
a
r
r
a
a
l
l
l
l
e
e
l
l
 
 
w
w
i
i
t
t
h
h
 
 
o
o
t
t
h
h
e
e
r
r
s
s
.
.
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
Students “about, from and with
Students “about, from and with
each other” in exchanges about
each other” in exchanges about
the shared content.
the shared content.
Shared learning is focused on
Shared learning is focused on
integration of knowledge in
integration of knowledge in
providing services for
providing services for
individuals.
individuals.
Interprofessionalism results from
Interprofessionalism results from
application of all perspectives of
application of all perspectives of
team members in providing
team members in providing
services.
services.
 
D
D
e
e
v
v
e
e
l
l
o
o
p
p
m
m
e
e
n
n
t
t
 
 
o
o
f
f
 
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
 
a
a
s
s
 
 
a
a
 
 
C
C
o
o
n
n
t
t
i
i
n
n
u
u
u
u
m
m
 
P
P
r
r
i
i
n
n
c
c
i
i
p
p
l
l
e
e
s
s
 
 
o
o
f
f
 
 
I
I
P
P
E
E
 
P
P
r
r
i
i
n
n
c
c
i
i
p
p
l
l
e
e
 
 
#
#
1
1
.
.
 
 
I
I
P
P
E
E
/
/
I
I
P
P
P
P
 
 
i
i
s
s
 
 
n
n
o
o
t
t
 
 
a
a
 
 
r
r
e
e
p
p
l
l
a
a
c
c
e
e
m
m
e
e
n
n
t
t
 
 
f
f
o
o
r
r
r
r
i
i
g
g
o
o
r
r
o
o
u
u
s
s
 
 
e
e
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
 
s
s
p
p
e
e
c
c
i
i
f
f
i
i
c
c
 
 
t
t
o
o
 
 
e
e
a
a
c
c
h
h
 
 
h
h
e
e
a
a
l
l
t
t
h
h
 
 
c
c
a
a
r
r
e
e
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
.
.
 
 
T
T
h
h
i
i
s
s
 
 
i
i
n
n
d
d
i
i
c
c
a
a
t
t
e
e
s
s
 
 
t
t
h
h
a
a
t
t
 
 
i
i
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
i
i
d
d
e
e
n
n
t
t
i
i
t
t
y
y
 
 
c
c
o
o
m
m
p
p
l
l
e
e
m
m
e
e
n
n
t
t
s
s
b
b
u
u
t
t
 
 
d
d
o
o
e
e
s
s
 
 
n
n
o
o
t
t
 
 
r
r
e
e
p
p
l
l
a
a
c
c
e
e
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
i
i
d
d
e
e
n
n
t
t
i
i
t
t
y
y
.
.
P
P
r
r
i
i
n
n
c
c
i
i
p
p
l
l
e
e
 
 
#
#
2
2
.
.
 
 
I
I
P
P
E
E
/
/
I
I
P
P
P
P
 
 
r
r
e
e
p
p
r
r
e
e
s
s
e
e
n
n
t
t
s
s
 
 
o
o
n
n
e
e
 
 
s
s
o
o
l
l
u
u
t
t
i
i
o
o
n
n
n
n
o
o
t
t
 
 
a
a
l
l
l
l
 
 
s
s
o
o
l
l
u
u
t
t
i
i
o
o
n
n
s
s
t
t
o
o
 
 
t
t
h
h
e
e
 
 
p
p
r
r
o
o
b
b
l
l
e
e
m
m
s
s
 
 
o
o
f
f
 
 
t
t
h
h
e
e
 
 
h
h
e
e
a
a
l
l
t
t
h
h
s
s
y
y
s
s
t
t
e
e
m
m
.
.
P
P
r
r
i
i
n
n
c
c
i
i
p
p
l
l
e
e
 
 
#
#
3
3
.
.
 
 
E
E
x
x
p
p
e
e
r
r
i
i
e
e
n
n
t
t
i
i
a
a
l
l
 
 
a
a
n
n
d
d
 
 
t
t
e
e
a
a
m
m
-
-
b
b
a
a
s
s
e
e
d
d
l
l
e
e
a
a
r
r
n
n
i
i
n
n
g
g
 
 
a
a
r
r
e
e
 
 
t
t
h
h
e
e
 
 
h
h
a
a
l
l
l
l
m
m
a
a
r
r
k
k
s
s
 
 
o
o
f
f
 
 
I
I
P
P
E
E
/
/
I
I
P
P
P
P
.
.
 
W
W
h
h
a
a
t
t
 
 
d
d
o
o
 
 
I
I
P
P
E
E
 
 
a
a
n
n
d
d
 
 
I
I
P
P
P
P
 
 
L
L
o
o
o
o
k
k
 
 
L
L
i
i
k
k
e
e
?
?
 
I
I
n
n
t
t
e
e
r
r
p
p
r
r
o
o
f
f
e
e
s
s
s
s
i
i
o
o
n
n
a
a
l
l
 
 
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
 
C
C
o
o
l
l
l
l
a
a
b
b
o
o
r
r
a
a
t
t
i
i
v
v
e
e
C
o
m
p
e
t
e
n
c
y
 
1
.
 
V
a
l
u
e
s
/
E
t
h
i
c
s
 
f
o
r
 
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
 
P
r
a
c
t
i
c
e
:
Work with individuals of other professions to maintain a climate of mutual
respect and shared values.
C
o
m
p
e
t
e
n
c
y
 
2
.
 
R
o
l
e
s
/
R
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
:
Use the knowledge of one’s own role and those of other professions to
appropriately assess and address the health care needs of patients and to
promote and advance the health of populations.
C
o
m
p
e
t
e
n
c
y
 
3
.
 
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
 
C
o
m
m
u
n
i
c
a
t
i
o
n
:
Communicate with patients, families, communities, and professionals in
health and other fields in a responsive and responsible manner that supports
a team approach to the promotion and maintenance of health and the
prevention and treatment of disease.
C
o
m
p
e
t
e
n
c
y
 
4
.
 
T
e
a
m
s
 
a
n
d
 
T
e
a
m
w
o
r
k
:
Apply relationship-building values and the principles of team dynamics to
perform effectively in different team roles to plan, deliver, and evaluate
patient/ population-centered care and population health programs and
policies that are safe, timely, efficient, effective, and equitable.
 
H
H
o
o
w
w
 
 
i
i
s
s
 
 
y
y
o
o
u
u
r
r
 
 
I
I
P
P
P
P
 
 
D
D
e
e
v
v
e
e
l
l
o
o
p
p
m
m
e
e
n
n
t
t
?
?
 
Take a few moments to
Take a few moments to
evaluate your own
evaluate your own
development of competencies
development of competencies
for IPP.
for IPP.
What do you see as your
What do you see as your
particular strengths?
particular strengths?
What areas can you identify
What areas can you identify
that require further
that require further
professional development?
professional development?
 
H
H
o
o
w
w
 
 
i
i
s
s
 
 
I
I
P
P
E
E
 
 
A
A
p
p
p
p
l
l
i
i
e
e
d
d
 
 
t
t
o
o
 
 
C
C
l
l
i
i
n
n
i
i
c
c
a
a
l
l
 
 
&
&
E
E
d
d
u
u
c
c
a
a
t
t
o
o
r
r
 
 
P
P
r
r
e
e
p
p
a
a
r
r
a
a
t
t
i
i
o
o
n
n
?
?
 
Interprofessional Education and Practice respond to patient safety crisis in health care in
Interprofessional Education and Practice respond to patient safety crisis in health care in
order to improve quality.
order to improve quality.
Interprofessional Education Collaborative 
Interprofessional Education Collaborative 
(IPEC) established in 2011with schools of
(IPEC) established in 2011with schools of
Medicine, Nursing, Osteopathic Medicine and Public Health, now expanding to other
Medicine, Nursing, Osteopathic Medicine and Public Health, now expanding to other
health disciplines.
health disciplines.
The American Speech, Language and Hearing Association joined IPEC in 2017 and
The American Speech, Language and Hearing Association joined IPEC in 2017 and
included IPE & IPP in certification standards for SLPs and AuDs.
included IPE & IPP in certification standards for SLPs and AuDs.
SLP and AuD students develop skills to build partnerships with community-based facilities.
Clinical preparation for SLPs and AuDs create meaningful experiences in which members
of the various health care professions could learn together.
IPE interactions would be team based and patient centered.
In Education, federal and state initiatives create relevance for IPE and IPP for high-
In Education, federal and state initiatives create relevance for IPE and IPP for high-
performing schools that are accountable to engage ALL learners.
performing schools that are accountable to engage ALL learners.
Multi-Tiered Systems of Support require that all members of the school team work in a
Multi-Tiered Systems of Support require that all members of the school team work in a
coordinated system to support ALL students.
coordinated system to support ALL students.
Inclusive education practices require that each member of the school team learn from each
Inclusive education practices require that each member of the school team learn from each
other.
other.
IPE supports development of integrated educational plans that includes needs of families
IPE supports development of integrated educational plans that includes needs of families
and students with diverse learning and language needs
and students with diverse learning and language needs
 
E
E
d
d
u
u
c
c
a
a
t
t
o
o
r
r
 
 
P
P
r
r
e
e
p
p
a
a
r
r
a
a
t
t
i
i
o
o
n
n
S
S
t
t
a
a
n
n
d
d
a
a
r
r
d
d
s
s
 
 
a
a
n
n
d
d
 
 
I
I
P
P
E
E
 
C
C
a
a
l
l
i
i
f
f
o
o
r
r
n
n
i
i
a
a
 
 
T
T
e
e
a
a
c
c
h
h
i
i
n
n
g
g
 
 
E
E
x
x
p
p
e
e
c
c
t
t
a
a
t
t
i
i
o
o
n
n
s
s
 
 
f
f
o
o
r
r
 
 
A
A
L
L
L
L
 
 
T
T
e
e
a
a
c
c
h
h
e
e
r
r
s
s
(
(
e
e
f
f
f
f
e
e
c
c
t
t
i
i
v
v
e
e
 
 
2
2
0
0
1
1
7
7
 
 
f
f
o
o
r
r
 
 
M
M
S
S
C
C
 
 
a
a
n
n
d
d
 
 
S
S
e
e
c
c
o
o
n
n
d
d
a
a
r
r
y
y
,
,
 
 
2
2
0
0
2
2
1
1
 
 
f
f
o
o
r
r
 
 
E
E
d
d
u
u
c
c
a
a
t
t
i
i
o
o
n
n
 
 
S
S
p
p
e
e
c
c
i
i
a
a
l
l
i
i
s
s
t
t
s
s
)
)
TPE 1:  Engaging and Supporting All Students in
Learning (includes application of MTSS)
TPE 2:  Creating and Maintaining Effective Environments
for Student Learning
TPE 3:  Understanding and Organizing Subject Matter for
Student Learning
TPE 4:  Planning Instruction and Designing Learning
Experiences for All Students
TPE 5:  Assessing Student Learning
TPE 6:  Developing as a Professional Educator
 
I
I
P
P
E
E
/
/
I
I
P
P
P
P
 
 
a
a
n
n
d
d
 
 
I
I
n
n
c
c
l
l
u
u
s
s
i
i
v
v
e
e
 
 
P
P
r
r
a
a
c
c
t
t
i
i
c
c
e
e
s
s
 
 
i
i
n
n
 
 
S
S
c
c
h
h
o
o
o
o
l
l
s
s
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
E
d
u
c
a
t
i
o
n
f
o
r
I
n
c
l
u
s
i
v
e
 
S
c
h
o
o
l
s
 
E
l
e
m
e
n
t
a
r
y
 
E
d
u
c
a
t
i
o
n
(
A
l
l
 
P
r
o
g
r
a
m
s
)
 
S
e
c
o
n
d
a
r
y
 
E
d
u
c
a
t
i
o
n
(
A
l
l
 
P
r
o
g
r
a
m
s
)
 
E
d
D
 
i
n
 
E
d
u
c
a
t
i
o
n
a
l
L
e
a
d
e
r
s
h
i
p
 
J
o
i
n
t
 
P
h
.
D
.
 
i
n
 
S
p
e
c
i
a
l
E
d
u
c
a
t
i
o
n
 
G
C
O
E
 
P
r
e
p
a
r
e
s
 
t
h
e
 
W
h
o
l
e
 
S
c
h
o
o
l
 
T
e
a
m
 
R
R
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s
 
 
t
t
o
o
 
 
D
D
e
e
v
v
e
e
l
l
o
o
p
p
 
 
I
I
P
P
E
E
 
A
A
l
l
l
l
 
 
m
m
a
a
t
t
e
e
r
r
i
i
a
a
l
l
s
s
 
 
a
a
n
n
d
d
 
 
m
m
o
o
r
r
e
e
 
 
a
a
r
r
e
e
 
 
p
p
r
r
o
o
v
v
i
i
d
d
e
e
d
d
 
 
i
i
n
n
 
 
G
G
O
O
O
O
G
G
L
L
E
E
 
 
F
F
i
i
l
l
e
e
 
 
a
a
t
t
 
 
t
t
h
h
i
i
s
s
 
 
l
l
i
i
n
n
k
k
:
:
h
h
t
t
t
t
p
p
s
s
:
:
/
/
/
/
d
d
r
r
i
i
v
v
e
e
.
.
g
g
o
o
o
o
g
g
l
l
e
e
.
.
c
c
o
o
m
m
/
/
d
d
r
r
i
i
v
v
e
e
/
/
f
f
o
o
l
l
d
d
e
e
r
r
s
s
/
/
1
1
q
q
x
x
k
k
0
0
f
f
2
2
V
V
R
R
h
h
6
6
U
U
5
5
y
y
r
r
5
5
H
H
4
4
U
U
F
F
H
H
1
1
N
N
M
M
j
j
P
P
F
F
4
4
l
l
H
H
t
t
R
R
3
3
?
?
u
u
s
s
p
p
=
=
s
s
h
h
a
a
r
r
i
i
n
n
g
g
O
O
n
n
l
l
i
i
n
n
e
e
 
 
T
T
o
o
o
o
l
l
s
s
 
 
a
a
n
n
d
d
 
 
R
R
e
e
s
s
o
o
u
u
r
r
c
c
e
e
s
s
 
 
f
f
o
o
r
r
 
 
I
I
P
P
E
E
 
 
s
s
u
u
c
c
h
h
 
 
a
a
s
s
 
 
P
P
e
e
c
c
h
h
a
a
K
K
u
u
c
c
h
h
a
a
,
,
 
 
f
f
o
o
r
r
 
 
b
b
r
r
i
i
e
e
f
f
 
 
m
m
u
u
l
l
t
t
i
i
-
-
m
m
e
e
d
d
i
i
a
a
 
 
p
p
r
r
e
e
s
s
e
e
n
n
t
t
a
a
t
t
i
i
o
o
n
n
 
 
a
a
n
n
d
d
 
 
I
I
n
n
f
f
o
o
g
g
r
r
a
a
p
p
h
h
i
i
c
c
 
 
t
t
o
o
 
 
c
c
r
r
e
e
a
a
t
t
e
e
 
 
c
c
u
u
s
s
t
t
o
o
m
m
i
i
z
z
a
a
b
b
l
l
e
e
 
 
c
c
h
h
a
a
r
r
t
t
s
s
,
,
b
b
e
e
g
g
i
i
n
n
n
n
i
i
n
n
g
g
 
 
o
o
n
n
 
 
p
p
a
a
g
g
e
e
 
 
5
5
3
3
 
 
o
o
f
f
 
 
t
t
h
h
e
e
 
 
e
e
-
-
R
R
e
e
a
a
d
d
e
e
r
r
 
 
o
o
n
n
 
 
I
I
P
P
E
E
 
 
a
a
t
t
:
:
h
t
t
p
s
:
/
/
w
w
w
.
a
s
h
a
.
o
r
g
/
u
p
l
o
a
d
e
d
F
i
l
e
s
/
I
P
E
-
I
P
P
-
R
e
a
d
e
r
-
e
B
o
o
k
.
p
d
f
R
e
s
o
u
r
c
e
s
 
t
o
 
i
m
p
l
e
m
e
n
t
 
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
 
E
d
u
c
a
t
i
o
n
 
P
r
o
g
r
a
m
s
 
a
t
U
n
i
v
e
r
s
i
t
y
 
o
f
 
W
a
s
h
i
n
g
t
o
n
 
C
e
n
t
e
r
 
f
o
r
 
H
e
a
l
t
h
 
S
c
i
e
n
c
e
s
 
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
E
d
u
c
a
t
i
o
n
 
R
e
s
e
a
r
c
h
 
a
n
d
 
P
r
a
c
t
i
c
e
 
a
t
:
 
h
t
t
p
s
:
/
/
c
o
l
l
a
b
o
r
a
t
e
.
u
w
.
e
d
u
A
m
e
r
i
c
a
n
 
S
p
e
e
c
h
-
L
a
n
g
u
a
g
e
 
a
n
d
 
H
e
a
r
i
n
g
 
A
s
s
o
c
i
a
t
i
o
n
 
r
e
s
o
u
r
c
e
s
 
f
o
r
I
P
E
/
I
P
P
 
f
o
r
 
S
L
P
s
 
a
n
d
 
A
u
D
s
 
a
t
:
h
t
t
p
s
:
/
/
w
w
w
.
a
s
h
a
.
o
r
g
/
P
r
a
c
t
i
c
e
/
I
n
t
e
r
p
r
o
f
e
s
s
i
o
n
a
l
-
E
d
u
c
a
t
i
o
n
-
P
r
a
c
t
i
c
e
/
A
g
e
n
c
y
 
f
o
r
 
H
e
a
l
t
h
c
a
r
e
 
R
e
s
e
a
r
c
h
 
a
n
d
 
Q
u
a
l
i
t
y
 
(
A
H
R
Q
)
 
h
a
s
 
d
e
v
e
l
o
p
e
d
 
a
t
e
a
m
w
o
r
k
 
s
y
s
t
e
m
,
 
T
e
a
m
 
S
t
r
a
t
e
g
i
e
s
 
a
n
d
 
T
o
o
l
s
 
t
o
 
E
n
h
a
n
c
e
 
P
e
r
f
o
r
m
a
n
c
e
a
n
d
 
P
a
t
i
e
n
t
 
S
a
f
e
t
y
 
(
T
e
a
m
S
T
E
P
P
S
 
C
o
r
e
 
C
u
r
r
i
c
u
l
u
m
;
 
A
H
R
Q
,
 
2
0
1
5
)
,
w
h
i
c
h
 
i
s
 
d
e
s
i
g
n
e
d
 
t
o
 
r
e
d
u
c
e
 
m
e
d
i
c
a
l
 
e
r
r
o
r
s
 
i
n
 
m
e
d
i
c
a
l
 
s
e
t
t
i
n
g
s
 
 
 
C
C
a
a
s
s
e
e
 
 
S
S
t
t
u
u
d
d
y
y
 
 
D
D
i
i
s
s
c
c
u
u
s
s
s
s
i
i
o
o
n
n
s
s
 
Approximately 40 minutes
Approximately 40 minutes
Introductions and background of each member.
Introductions and background of each member.
Volunteer to read the case study aloud.
Follow discussion questions as a guide, with
contributions from each member in the group.
Volunteer to keep notes on table easel re: discussion.
Summarize key points before moving on to the next
question.
Allow approximately 8 minutes per question.
Summarize discussion on easel to share with large
group.
 
E
E
v
v
a
a
l
l
u
u
a
a
t
t
i
i
o
o
n
n
 
C
C
o
o
m
m
p
p
l
l
e
e
t
t
e
e
 
 
e
e
v
v
a
a
l
l
u
u
a
a
t
t
i
i
o
o
n
n
 
 
i
i
n
n
 
 
p
p
a
a
p
p
e
e
r
r
 
 
f
f
o
o
r
r
m
m
 
 
o
o
r
r
 
 
o
o
n
n
l
l
i
i
n
n
e
e
a
a
t
t
 
 
f
f
o
o
l
l
l
l
o
o
w
w
i
i
n
n
g
g
 
 
l
l
i
i
n
n
k
k
!
!
 
 
Slide Note
Embed
Share

Explore the world of Interprofessional Education (IPE) and Interprofessional Practice (IPP) in the Department of Speech, Language, and Hearing Sciences. Learn how collaboration between different professions can improve outcomes for individuals and families. Discover the importance of IPE in education professions and its impact on service delivery. Dive into the definition of IPE according to the American Speech-Language and Hearing Association (ASHA) and how it promotes effective collaboration. Uncover the development of IPE as a continuum for supporting individuals and families.


Uploaded on Jul 22, 2024 | 0 Views


Download Presentation

Please find below an Image/Link to download the presentation.

The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.

E N D

Presentation Transcript


  1. Interprofessional Education Introduction Department of Speech, Language and Hearing Sciences & National Student Speech, Language and Hearing Association Aunusha Sundarrajan & Nancy Robinson

  2. Interprofessional Education for Inclusive Schools Defining Interprofessional Education (IPE) and Interprofessional Practice (IPP) Application of IPE in Education Professions What do IPE and IPP Look Like? Resources to Develop IPE IPE Case-Study Discussions Evaluation and Wrap-up

  3. Defining Interprofessional Education The American Speech-Language and Hearing Association (ASHA) adapted the World Health Organization s definition of Interprofessional Education (IPE): an activity that occurs when two or more professions learn about, from, and with each other to enable effective collaboration and improve outcomes for individuals and families whom we serve.

  4. Interprofessional Education (IPE) and Interprofessional Practice (IPP) How are IPE and IPP related? We all work in settings where collaboration is necessary for optimal programs for the people we serve. However, focused attention to building skills for collaboration are not uniformly addressed in pre- professional training. Education in effective collaboration across disciplines (IPE) leads to improved outcomes in service delivery (IPP).

  5. What distinguishes IPE? Multidisciplinary Education Interprofessional Education Students from different degree programs may participate in same classes together. Students about, from and with each other in exchanges about the shared content. Shared learning focuses from learning same content together. Shared learning is focused on integration of knowledge in providing services for individuals. Focus remains on acquiring depth of knowledge and skill in individual disciplines, working parallel with others. Interprofessionalism results from application of all perspectives of team members in providing services.

  6. Development of Interprofessional Education as a Continuum Interprofessional Education: Includes previous models in a comprehensive system to best support individuals & families Multidisciplinary Education: Appreciation and respect for each professional role Interdisciplinary Education: Professionals work together to coordinate services

  7. Principles of IPE Principle #1. IPE/IPP is not a replacement for rigorous education specific to each health care profession. This indicates that interprofessional identity complements but does not replace professional identity. Principle #2. IPE/IPP represents one solution not all solutions to the problems of the health system. Principle #3. Experiential and team-based learning are the hallmarks of IPE/IPP.

  8. What do IPE and IPP Look Like? Interprofessional Education Collaborative Competency 1. Values/Ethics for Interprofessional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values. Competency 2. Roles/Responsibilities: Use the knowledge of one s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations. Competency 3. Interprofessional Communication: Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. Competency 4. Teams and Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/ population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

  9. How is your IPP Development? Take a few moments to evaluate your own development of competencies for IPP. What do you see as your particular strengths? What areas can you identify that require further professional development?

  10. How is IPE Applied to Clinical & Educator Preparation? Interprofessional Education and Practice respond to patient safety crisis in health care in order to improve quality. Interprofessional Education Collaborative (IPEC) established in 2011with schools of Medicine, Nursing, Osteopathic Medicine and Public Health, now expanding to other health disciplines. The American Speech, Language and Hearing Association joined IPEC in 2017 and included IPE & IPP in certification standards for SLPs and AuDs. SLP and AuD students develop skills to build partnerships with community-based facilities. Clinical preparation for SLPs and AuDs create meaningful experiences in which members of the various health care professions could learn together. IPE interactions would be team based and patient centered. In Education, federal and state initiatives create relevance for IPE and IPP for high- performing schools that are accountable to engage ALL learners. Multi-Tiered Systems of Support require that all members of the school team work in a coordinated system to support ALL students. Inclusive education practices require that each member of the school team learn from each other. IPE supports development of integrated educational plans that includes needs of families and students with diverse learning and language needs

  11. Educator Preparation Standards and IPE California Teaching Expectations for ALL Teachers (effective 2017 for MSC and Secondary, 2021 for Education Specialists) TPE 1: Engaging and Supporting All Students in Learning (includes application of MTSS) TPE 2: Creating and Maintaining Effective Environments for Student Learning TPE 3: Understanding and Organizing Subject Matter for Student Learning TPE 4: Planning Instruction and Designing Learning Experiences for All Students TPE 5: Assessing Student Learning TPE 6: Developing as a Professional Educator

  12. IPE/IPP and Inclusive Practices in Schools IPE/IPP Value & Ethics for IPP Inclusive Practices Full Participation Roles & Responsibilities Universal Design for Learning Team Collaboration IP Communication Family, Student, Community Partnerships Teams & Teamwork Professional Development IPEC IPEC TASH TASH

  13. GCOE Prepares the Whole School Team EdD in Educational Leadership Joint Ph.D. in Special Education Special Education (All Programs) Interprofessional Education for Inclusive Schools Equity, Leadership Studies and Instructional Technology (All Programs) Speech, Language and Hearing Sciences (Speech- Language Pathology & Audiology) Elementary Education (All Programs) Secondary Education (All Programs)

  14. Resources to Develop IPE All materials and more are provided in GOOGLE File at this link: https://drive.google.com/drive/folders/1qxk0f2VRh6U5yr5H4UFH1N MjPF4lHtR3?usp=sharing Online Tools and Resources for IPE such as PechaKucha, for brief multi- media presentation and Infographic to create customizable charts, beginning on page 53 of the e-Reader on IPE at: https://www.asha.org/uploadedFiles/IPE-IPP-Reader-eBook.pdf Resources to implement Interprofessional Education Programs at University of Washington Center for Health Sciences Interprofessional Education Research and Practice at: https://collaborate.uw.edu American Speech-Language and Hearing Association resources for IPE/IPP for SLPs and AuDs at: https://www.asha.org/Practice/Interprofessional-Education-Practice/ Agency for Healthcare Research and Quality (AHRQ) has developed a teamwork system, Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS Core Curriculum; AHRQ, 2015), which is designed to reduce medical errors in medical settings

  15. Case Study Discussions Approximately 40 minutes Introductions and background of each member. Volunteer to read the case study aloud. Follow discussion questions as a guide, with contributions from each member in the group. Volunteer to keep notes on table easel re: discussion. Summarize key points before moving on to the next question. Allow approximately 8 minutes per question. Summarize discussion on easel to share with large group.

  16. Evaluation Complete evaluation in paper form or online at following link!

Related


More Related Content

giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#giItT1WQy@!-/#